"We Can Change the Academic Trajectory of Our Children in a Snap": Developing a High School Dual-Language Program for Spanish-Speaking Students With No Feeder Program

• In Event: Enacting Critically Conscious Policies in Practice: Four Cases From Dual-Language Bilingual Education Contexts

Abstract

Objectives
There is limited research on secondary dual language (DL) programs that embrace and encourage bilingual and bicultural identity development (Przymus, 2016; Salerno & Kibler, 2017). The structure of secondary education for English learners (ELs)—a highly diverse category including newcomers, immigrants, and students labeled as English learner in previous schooling—has included pull-out English as a second language, English immersion or “sink and swim,” or a single course on Spanish as a heritage language (Faltis & Ramírez-Marín, 2015). This study examined how a school district started a high-school DL program without a DL feeder program and explores the transformative power this decision had for participating teachers and students.

Theoretical Framework
This study was guided by the concept of critical consciousness or “reading the world” as theorized by Paolo Freire (2000). At the heart of critical consciousness is a process of questioning power dynamics. Critically-conscious educators engage in processes of critical listening, engaging in discomfort, acompañamiento, and affirming identities. This study considers the ways district leaders and secondary dual language educators embodied critical consciousness as they created transformative educational spaces that valued their students’ linguistic identities.

Methods and Data Sources
This study was part of a larger ethnography of language policy exploring district-wide
DL implementation. The primary data sources were formal interviews with district leaders and
testimonios from two secondary dual language teachers, Ms. Ornales (DL biology in Spanish) and Ms. Uribe (DL English 1 & 2 pre-AP). Data analysis occurred alongside data collection and included analytic meetings to make meaning of the emerging themes.

Results
The process to develop and enact a high school DL program with no feeder program – including recruiting students, recruiting teachers, developing the model, and implementing the program – required educators willing to engage in critical listening, embracing discomfort, acting in acompañamiento and affirming student identities. For example, students were recruited by district DL staff via intensive community outreach. Some parents and students were excited to receive the opportunity including most recent immigrants. However, the recruitment process also included pushback. Many students indicated they had no interest in the DL program or developing their home language. A handful of students did not claim Spanish when invited to take the exam, despite their Spanish language heritage. One student threw the test back at the administrator and said, “¡Que no hablo español! ¡Te digo! [I told you I don’t speak Spanish!]” Some students appeared to fail the test on purpose. There was some hurt and anger around the question: “Why are you bringing me back now?” The recruitment process entailed many side conversations addressing fears and concerns. In order to reach students and parents, district leaders had to own and acknowledge historical injustices in students’ schooling experiences.

Scholarly Significance
Additional research is needed examining the academic and sociocultural benefits of secondary DL programs. This study demonstrates the way decision-making driven by educational equity and critical consciousness including critical listening, engaging in discomfort, acompañamiento, and affirming identities can fundamentally change the academic trajectories of students who have been historically linguistically marginalized.

Authors

• Esmeralda Alday, San Antonio Independent School District
  Presenting Author

• Olivia Hernandez, Dual Language de Tejas
  Presenting Author

• Kathryn I. Henderson, University of Texas - San Antonio
  Presenting Author